“We Gonna Get on the Same Page:” School Readiness Perspectives from Preschool Teachers, Kindergarten Teachers, and Low-income, African American Mothers of Preschoolers

• Published in: The Journal of Negro education Vol. 88; no. 1; pp. 17 - 31
• Main Authors: Jarrett, Robin L., Coba-Rodriguez, Sarai
• Format: Journal Article
• Language: English
• Published: Washington Journal of Negro Education 01-01-2019; Howard University School of Education; Howard University, School of Divinity
• Subjects: Academic Ability; Academic readiness; African American Children; African American Students; African American Teachers; African Americans; Beliefs; Black students; Charter Schools; Curricula; Curriculum; Early Intervention; Early Reading; Elementary schools; Emotional Development; Emotions; Head Start project; Institutional Characteristics; Kindergarten; Kindergarten teachers; Language Skills; Learning; Low income groups; Low Income Students; Montessori Method; Mothers; Neighborhood Schools; Neighborhoods; Outcomes of Education; Parent Attitudes; Parent-child relations; Parents & parenting; Policy making; Preschool children; Preschool Education; Preschool Teachers; Racial Differences; School Readiness; Skills; Social Development; Teacher Attitudes; Teachers; Teaching Experience; Urban Schools; Illinois (Chicago)
• ISSN: 0022-2984; 2167-6437
• DOI: 10.7709/jnegroeducation.88.1.0017

Policymakers have refocused attention on the school readiness of low-income, African American children. Yet, preschools, elementary schools, and families often differ in their beliefs about salient abilities. The degree of alignment among teachers and parents influences how successfully children make the transition to kindergarten. Focusing on one inner-city neighborhood and using qualitative interviews, the authors examine preschool teachers’, kindergarten teachers’, and low-income African American mothers’ school readiness beliefs. African American teachers from Head Start and charter and neighborhood schools emphasized academic and socio-emotional skills. Their views were consonant with mothers of preschoolers. Montessori teachers differed from mothers in their emphasis on socio-emotional skills. Teachers’ beliefs were related to school type, curricula, and teacher tenure and race. Mothers’ beliefs reflected racial background. These findings contribute to research on home-school collaborations and offer recommendations for promoting home-school alignments.